Effectively applying some methods of developing English communication capacity for students in Nga Tien primary school 1 1 PREAMBLE 1 1 Reasons for the topic As you know, the teaching and learning English in the school has changed a lot in terms of content as well as teaching methods to meet the goals and educational requirements set for this subject in the reform program The most fundamental point about the new approach is how to promote students' activeness and initiative and create optimal co[.]
Trang 11 PREAMBLE
1.1 Reasons for the topic
As you know, the teaching and learning English in the school has changed a lot in terms of content as well as teaching methods to meet the goals and educational requirements set for this subject in the reform program The most fundamental point about the new approach is how to promote students' activeness and initiative and create optimal conditions for them and improve their language skills in communication in both oral and written forms No matter what kind of communication you have, you need to have strong knowledge, not just the knowledge of pure language
As an English teacher in elementary school for over 10 years, I always worry about how to teach qualitatively and effectively To do that requires the teacher to apply methods into diverse and rich articles, making language lessons always exciting, attractive, attractive children, help them to play “All teachers are able to guide and guide students to become self-reliant in their study” So
I’m pleased to introduce: “Effectively applying some methods of developing
English communication capacity for students in Nga Tien primary school ” 1.2 The aim for research
The primary environment is the fundamental place forming habits and communication capacities Frequent communication results in braveries for students without fears of making mistakes in public speaking As for students lacking proficiency in the mother tongue language, they had a lot of difficulties
in getting access to a foreign language Their timidity makes oral communication limited greatly and I also expect to contribute a part to English teaching more effectiveness and attract more students in loving this subject
1.3 Object of research
- The students of our school – Nga Tien primary school of the school year
2017 – 2018
Trang 2- In the process of teaching and learning foreign languages Methods are extremely important This is creating excitement for an effective lesson
+ Stable grades : allow students some time to be able to adapt to the new post
+ Psychological preparation , new knowledge for all
+ Arouse the knowledge available to students related need for a new lesson + Create situations , contexts introduce new post
1.4 Method of study
- I’d like to give out the method getting to know approach, questioning, opening – conversation methods
- Stemming from my orientation on the proposed implementation of the following measures:
- Instruct students to share knowledge recall reading - speaking practice of the lesson learned
- Strengthen the sense both sides as well as the form of words Captures the characteristics of each sample questions, first of all to achieve their best performance in the semester, each school year
- In addition, the small tracks are also used for entertainment in order to create a playful, exciting learning or to teach them the lessons illustrate vocabulary, accent, rhythm, and a points of English grammar, help them memorize more easily There by fostering pure soul, love of culture and beauty
of foreign languages in general and the beauty of the English subjects in particular, to help them shape and personality development skills and comprehensive better
Trang 32 CONTENT INITIATIVES EXPERIENCE
2.1 The theoretical basic of problem
For years, the teaching method for kids has been similar to one for adults apart from supplementing some songs and games into lectures It’s clear that the receptive process of our mother tongue language and the next process in the school period are natural Language capacity is generated by imitating, unconscious learning through different forms such as communicating with relatives, reading stories, connecting with communities, singing, reading poems, painting, etc The difference of children’s receptive process in comparison with adults is that adults’ receptiveness is conscious and annalistic but children’s one
is natural via intuition
There are two kinds of material languages which almost every learner needs develop: receptive language and productive language Receptive language is the language factor possibly realized and not produced by learners Productive language is the language factor possibly used in speaking or writing Students will become familiar with realizing new factors through situations if those are repeated many times To practice using the receptive language, students have to learn how to reflex with new words naturally In curriculums, grammars are sentences or questions and answers practiced more than once It is essential that samples are given clearly and fully for students to understand what they have to
do in some class activities
2.2 The current situation of problem
According to the regulation of Ministry of Education and Training, every child is permitted to study two lessons with 35 minutes per lesson Several qualified schools could have more lessons, four lessons per week Hence, the period for students to get access to English is obviously short in comparison with the total communicating hours every week Moreover, English environment
is restricted in classroom hours and students use Vietnamese when lessons end Children don’t actually need to use English except for the requirement of
Trang 4studying and examination All the requirements using English are practical and there isn’t other natural English environment for children
Children are unable to concentrate on what teachers are delivering in a long period Consequently, they should be engaged in different activities, to perform various tasks by themselves with exercise types always changed and diversified communication situations
Children often obtain and imitate knowledge quickly and also forget what have learned quickly They are naturally curious, dynamic and creative Children always demand to discover outside environment and interact with others It cannot be denied that they are interested and creative in games
In fact, even native children run into difficulties in pronouncing several
English sounds like r, tr, sh, and th and their pronunciation could be fully
correct when they grow up The importance of the initial stage is developing simple communication capacity in a new language without creating fears of making mistakes, which significantly affect on students’ motivations for studies There is one factor basically impacting on language studying process: children will not study without motivation
- Almost all students pronounce word stress incorrectly
Example: ‘underground, ‘holiday, en‘vite, etc
- In addition, they haven’t been able to pronounce words with s, z, p, k but these suonds are very important
Example: /s/ -> its, excuse…
/z/ -> please, He’s…
/p/ -> pen, pencil, pet…
/k/ -> close, milk, like…
- Students also read incorrectly Most of them do not remember vocabulary, especially long words
Trang 5Example: vocabulary, playground, baminton, interesting, difficult……
- Students’ communication is not fluently due to fears of making mistakes Their ability to form a completed sentence is not still good They still confuse with the position of word class (verbs, preposition, adjectives, nouns and questioning words, etc.)
Example: I go to school
There’s a chair in the room
That is my new school
What’s your name?
The statistic result at the beginning of this school year through directly interviewing students at grade 3, 4 and 5 at Nga Tien Primary School
Total No of
With the result above, from early school year, I always try to find the best methods to design interesting lectures inspiring students so that they could turn what they have learned into productive language via oral communication, integrate with the developing tendency of foreign language subject: learning a foreign language is learn how to communicate but not focusing on grammar as
in the past
2.3 Solutions and implementing orgnization
2.3.1 Creating attraction from the beginning of the lessons with interesting introduction:
A new lesson often starts with introduction regarded as a preparation which generates a fresh mind for students An emotional, imagery, vivid introduction would make students become really eager for studying, discover and engaging in
Trang 6the lesson Perhaps, we accumulate attractive ways in the opening to contribute
to the success of the lesson I carried out several methods introducing a new lesson as following:
Example: Unit 2: What’s your name? (English grade 3):
“Hello everyone, when we learned English from the very first day, the first
and basic task for us is to learn by heart the alphabet from letter A to letter Z
And there are many ways we can apply to remember the 26 letters You can learn through lots of ways like songs, poems or playing games And now, let’s start our new lesson”
2.3.2 Developing communication through team work
Team teaching is an active method in which, the number of students is divided into groups in certain ways In each group, students have chances to boost listening and speaking skill and learn from one another They will be more confident in communicating in a foreign language
Example: Unit 9: What are they doing? (English grade 4)
+ Teachers ask students to work in group in part “Look and say” Then, a pair
of representatives in each group go to the board, point to the picture, ask and answer
+ Each group understands what they have to do is applying two sentence structures: “What’s he/she doing?” and “He’s/ She’s …” to practice questioning and answering
- Under the assignment of group leaders, each member in the groups have
to understand what he/she has to perform and actively participate in group activities at the same time
Example:
+ According to the request of the above practicing exercise, a class is divided into some certain groups (6 students per group) and is organized as following:
+ The group leader assigns as:
Trang 7- Pair 1 questions and answers about picture A and picture B:
- Pair 2 questions and answers about picture C and picture D:
+ The group leader asks Pair 1 to practice and the rest of groups to listen
- Then, take turn to group 2 Therefore, every member could listen and practice the whole lesson
- If any member in one group is confused and unable to practice fluently, he/she will be supported by the group leaders and other members in the group
* Teacher should divide the class into groups with students’ relatively equal learning capacity In each team, communication skill of members has to cover all of 4 levels: good, quite good, medium and weak
- Appointing students with very good English capacity to different groups for controlling the practicing process
* Teachers should care for, encourage students with weak learning capacity and give complements, reward ones with good performance
Ask and answer about zoo
animals (Unit 9, English 5).
Talk about the weather (Unit 19, English 3).
Trang 82.3.3 Developing communication through activities in the reflection chain
In teaching vocabularies, teachers could use cards for students to have more opportunities of practice The method could be applied in almost all English vocabularies
During practicing process, teachers always need to change, alternate between practicing inflection in individual and in group In practicing inflection
in individual, teachers should pick students at random and maintain practicing at high speed to attract students’ concentration
Example: Unit 9: What colour is it? ( English grade 3)
While the teachers hold word cards about colors and rotate the cards quickly, the students concentrate on the cards attentively and pronounce the rotated words without delaying By this way in one picture after another, students will form English speaking reflection very naturally In another way, the teacher could move the picture up, down, to the left and to the right In each movement, the students read one time Continuing poses, their eyes look at the pictures and their mouth pronounces the equivalent word at the same time
Unit 3: My phonics grade 1) Unit 4: My phonics grade 1)
Trang 9Apart from the above way using vivid images, teachers possibly let students observe one letter by one of a word
Example: Unit 9: What colour is it? ( English grade 3)
Teachers use a word card with “yellow” but only reveal letter y first, then ask
students to think and guess the color word As for students at lower learning
capacity, teachers could further reveal with e, then reveal l, then reveal l then reveal o, and w.
Whole class: “ red” Whole class: “ blue”
Whole class: “ yellow” Whole class: “ red”
Trang 10- And the teachers use a word card with “red” but only reveal letter r first,
then ask students to think and guess the color word As for students at lower
learning capacity, teachers could further reveal with e, and d.
- In chain practice, we use objects or pictures as suggesting factors A picture or an object is shown for the first student with involved questions The student answers the questions The turn belongs to the second students with the same questions but some certain factors changed The chain practice is done until all the students have a chance to practice questioning and answering The class should be divided into small groups with from 3 to 4 students per group The practicing task is implemented in each group
Example: Unit 11: What time is it? (English grade 4).
T: (showing the clock pointing hours for the first student) and ask
What time is it?
S1: It’s seven o’clock (adjusting the clock into another time (for example It’s is 5’clock) What time is it? (picking a student to change the word in to subject at
the third person and in single form.)
Example:
T: go I go to school at seven o’clock
Ss: goes He goes to school at seven o’clock
- In this task, we could practice the whole sentences
T: I get up at six o’clock
Ss: She gets up at six o’clock
2.3.4 Organizing games flexibly in communicating activities
A new teaching method could create an amount of inspiration and creativities for teachers Each teacher has his own unique creativities during teaching process If teachers repeat the same method in every lesson, students will get bored and even feel that lessons come as normally without inspiration and expectation